学习范式下课堂教学评价取向的重构与要素分析

Orientation Reconstruction and Factor Analysis of Classroom Teaching Evaluation under the Learning Paradigm

教学范式下课堂教学评价存在忽视情感目标、学生实际获得、学生群体差异等问题,针对这些问题,可以第三代活动理论、后现代主义理论、多元智能理论等基础,重构以学评教的基本取向,并从学习行为的广度、深度、强度对这一取向作简要说明。在此基础上,对学习范式下课堂教学评价的学生、教师、教材、学习环境等要素进行了粗浅分析。

In the teaching paradigm,there are some defects in the classroom teaching evaluation,such as ignoring emotional goals,ignoring students＇ actual acquisition and ignoring the differences among students＇ groups and so on. For these defects,based on the third generation of activity theory,the post-modernism theory,the theory of multiple intelligences,the author reconstructs the orientation of classroom teaching evaluation-evaluate teaching by learning. After that,the author makes a brief introduction to the orientation by the learning behavior of breadth,depth and intensity. On this basis,the author makes a shallow analysis of the students,teachers,teaching materials,learning environment of the classroom teaching evaluation under the learning paradigm.